The San Francisco Bay is a unique and biologically productive estuary. In this segment you’ll learn: about the size and scope of the estuary. about the Mediterranean climate of the Bay Area; that the estuary is a biologically productive region.

Once built, the Central Valley Project and the California State Water Project had unforeseen effects on the Sacramento–San Joaquin Delta, particularly on its historic salmon runs. The Delta is the hub of the state’s massive water distribution system, with much of the estuary’s water supply pumped to other locations.

Article: “San Joaquin Dust Bowl Water Fight”and/or “California Dust Bowl: Real Danger or Mirage?” Use to look at claims with the three pillars of sustainability?

Homework:

None

Wednesday, 18 April 2017

Essential Question:

What is sustainability and how is it related to ecosystems?

Assignments Collected:

WFP Paper Packet -- Late/Ab./Oops!

H.O. instructions w/Questions a-e & Communicate Results draft

4 Line Graphs on One Graph

“Communicate Results” of 4 Line Graphs Printed

New Handouts:

None

Class Work:

Finish & Debrief Observation Charts (10-15 min.)

Discuss and debate opnions and then do a quickwrite on what we have learned.

Lab: Making a Bee Stick for Cross Pollination (Realia: Students can look at and count rings on cross sections of wood; review that each year a light colored ring forms when the tree grows quickly in the spring, and a dark ring when the cells grow slowly in the fall.)

How are genes the instructions for inherited traits, and what are the three exceptions to Mendel’s Rule?

Assignments Collected:

Space Bugs Lab H.O.s

Handouts:

None

Class Work:

Three Exceptions to Mendel’s Rules

Pg. 184-86 CNs & Rev. #4

Homework:

Pg. 184-86 CNs & Rev. #4

Friday, 13 January 2016

Essential Question:

How are genes the instructions for inherited traits?

Assignments Collected:

None

Handouts:

Space Bugs Lab H.O.s from Wednesday

Class Work:

Space Bug Lab Day 2: Offspring

Teams work to pick alleles for heterozygous genotypes of parents and will be passed on to the offspring and record your results. Exchange data with your team so you all have the same genotype for the offspring passed on from the mom and dad spacebug.

Based on the genotype that the offspring inherits, describe the phenotype of the offspring

Assemble your baby space bug and put on the correct card for the sex of your offspring.

Draw your offspring and double check your Punnett Squares with your team for the 8 characteristics while you wait for all teams to finish building their offspring

Class results:

collect class data for dominant to recessive ratio and compare with the theoretical data on the Punnett Squares.

analyze results to answer question #13

review Punnett Square results and students work on questions #14 (with Punnett Square as proof) and #15

Homework:

Finish Space Bug Lab H.O.

Remember that all 8 Punnett Squares must have the genotype and phenotype of the parents and all the possible offspring, and the dominant to recessive ratio and probability (%) for each Punnett Square on the right side as modeled in class.

Friday, 13 January 2017

Essential Question:

How are genes the instructions for inherited traits?

Assignments Collected:

None

Handouts:

Space Bugs Lab H.O.s from Wednesday

Class Work:

Space Bug Lab Day 2: Offspring

one pair in the team picks the allele from the bag for dad’s heterozygous alleles to determine what is passed on to the offspring

the other pair in the team pick the allele from the bag for mom’s heterozygous alleles to determine what is passed on to the offspring

each pair shares their data (alleles picked) from that parent so that all team members have the genotype inherited from the parents.

teams now complete their phenotypes for the offspring

teams now assemble their space bug and bring to the front table and place on the card for their team for male or female

Ch. 4, Sect. 1-- 3 Parts all Cells have in Common: Pg. 117-19 CNs & Rev. #2, 4 - 8 (Finished almost all the notes in class. Some had about a paragraph to left to make notes on. Don’t forget the Rev. questions!)

Visual Concepts Video

Homework Assignments:

Pg. 117-19 CNs & Rev. #2, 4-8

Begin: Comparison Cell Parts H.O. (do a few each day) Due Mon. 11/7/16

What are the 5 essential things that every living thing needs to live? Explain each.

Assignments Collected:

Pg. 48 “It’s Alive…” H.O. into CNs for Pg. 52-55 & Rev. #2-6

Pg. 56-57 CNs & Rev. #8

Handouts:

None

Class Work:

Pg. 58-61 CNs & Rev. #7

Homework Assignments:

None

Tuesday, 18 October 2016-

Essential Question:

Describe the four things that every living thing needs to live.

Assignments Collected:

Pg. 48 Spider Map into CNs for Pg. 52-55

Handouts:

None

Class Work:

The 4 Bare Necessities of Life

Pg. 56-57 CNs & Rev. #8

Homework Assignments:

Pg. 56-57 CNs & Rev. #8

Monday, 17 October 2016-

Essential Question:

What are the 6 characteristics that all living things have in common?

Assignments Collected:

None

Materials/Handouts:

“Spider Map” H.O.

Test Corrections & Reflections 3 Columns

Class Work:

“Spider Map” H.O.

Read pages 52-55 and add the info to the graphic organizer

Add pictures for each

Start Test Corrections

Homework Assignments:

Ch. 17 Test Corrections & Reflections due Mon. 10/19/16

Friday, 14 October 2016-PD Day/No kids

Essential Question:

Assignments Collected:

Materials/Handouts:

Class Work:

Homework Assignments:

Thursday, 13 October 2016

Essential Question:

How does the brain forgets, and how can you help it to retain what is learned in an hour lecture?

What are the 6 characteristics that all living things have in common?

Assignments Collected:

None

Materials/Handouts:

Pg. 48 Spider Map for “It’s Alive! Or Is It?” into CNs for Pg. 52-55

Class Work:

Finish the Curve of Forgetting presentation of CNs and add a paragraph summary by answering the questions on the left of the notes. (most done in class)

Pg. 48 “Spider Map” H.O. into CNs for Pg. 52-55

Work on pg. 52-53 for today (the rest for Monday)

Homework Assignments:

Pg. 48 Spider Map on “It’s Alive! Or Is It?” H.O. into CNs for Pg. 52-53 (Just do the “Cell” branch, and the “Sense and Respond to Change” branch. Add notes after reading Pg. 52-53, add pictures/sketches, and a question for each branch on the left.)

Wednesday, 12 October, 2016

Assignments Collected:

None

Class Work:

Essential Question:

How does your nervous system, which is an organ system, gather, interpret, and respond to sensory information?

How do your organ systems use specialized structures and functions to sense and gather information?

Handouts:

Livning, Non-living, Dead Handout

Class Work: Jigsaw on Living, Non-living and dead Handout

Homework Assignments: None :)

Tuesday, 11 October 2016-

Essential Question:

How does your nervous system, which is an organ system, gather, interpret, and respond to sensory information?

How do your organ systems use specialized structures and functions to sense and gather information?

Assignments Collected:

“Dissecting a Cow’s Eye Lab” H.O.

Handouts:

None

Class Work:

Ch. 17 Test

Homework Assignments:

None :)

Monday, 10 October 2016-

Essential Question:

How do your organ systems use specialized structures and functions to sense and gather information?

Assignments Collected:

None

Materials/Handouts:

“Dissecting a Cow’s Eye Lab” H.O.

Class Work:

Cow Eye Dissection

Homework Assignments:

“Dissecting a Cow’s Eye Lab” H.O.

Book to read after test

Thursday, 6 October 2016

Essential Question:

How do your organ systems use specialized structures and functions to sense and gather information?

Assignments Collected:

Ch. 17.1 & 17.2 Quiz Reviews H.O.

Materials/Handouts:

Growth Mindset: “You Can Grow Your Brain” H.O.

Class Work:

1. Review Nervous System Unit

2. Growth Mindset Discussion

Homework Assignments:

NONE

Wednesday, 5 October 2016-Tentative

Essential Question:

How does your nervous system, which is an organ system, gather, interpret, and respond to sensory information?

How do your organ systems use specialized structures and functions to sense and gather information?

Assignments Collected:

“The Ear” H.O.

Pg. 540 CNs Fig. 6

Materials/Handouts:

Ch. 17.1 & 17.2 Quiz Reviews H.O.

Class Work:

Review & Revise

Ch. 17 Quiz Review H.O.

First do on your own w/o resources

Second, use your resources to check

Third, read textbook & CNs to check & edit

Fourth, correct when we review & revise

Homework Assignments:

Ch. 17.1 & 17.2 Quiz Reviews H.O.

Test on 10/11/16

Tuesday, 4 October 2016-Tentative

Essential Question:

How do your organ systems use specialized structures and functions to sense and gather information?

"Lab Procedure and Safety Rules" H.O. with student and parent signature due tomorrow. If you do not turn it in tomorrow, you will be able to observe and record tomorrow's lab, but not handle the equipment. Get your parent's signature! :)

Any late pink or green "Classroom Expectations" handouts with parent signatures

Materials/Handouts:

1 white piece of printer paper for individual poster for SOAR idea

Class Work:

Behavior Flow Chart for Pg. 15 in Planner (per. 6 will do on Thursday)

SOARing in the Classroom brain-storming ideas for poster activity

Begin individual poster

Homework Assignments:

Finish poster for SOAR: pick one idea (sticky note on class poster) for only one of the letters, and make a poster with that idea. Write the phrase, and draw a picture for it, then add color. Make it neat and so it can be read and seen across the room when it is up on the wall. For example, "One person speaks at a time as other's listen." Could be for the R (What it sounds like when you "Respect myself and others"), then draw a picture to show that. Remember to add color. :) This is due tomorrow.

Rolling Hills Middle School is where a creative, dedicated staff, in collaboration with parents and students, provides dynamic, multifaceted learning experiences that inspire young adolescents to be independent, thoughtful, reflective and respectful members of their community. Together we strive to cultivate goal oriented, lifelong learners through engaging learning opportunities which allow students to SOAR.